The Role of Makerspaces in Language Acquisition for English Language Learners
Participate and share : Poster
Tuesday, June 25, 4:00–6:00 pm
Location: Posters: Level 4, Terrace Ballroom Lobby, Table 49
Johanna Amaro Dr. Charlene Mason
Find out how to provide digital equity for English language learners through meaningful creative experiences in a maker environment. We'll share how to use the design-thinking process in English as a second language (ESL) classrooms and school libraries.
|Audience:||Teachers, Professional developers, Library media specialists|
|Attendee devices:||Devices useful|
|Attendee device specification:||Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
|Focus:||Digital age teaching & learning|
|Topic:||Maker activities and programs|
|Subject area:||STEM/STEAM, ESL|
|ISTE Standards:||For Students:
The purpose of this workshop is to present opportunities for educators to provide digital equity for English language leaners through meaningful creative experiences in a maker environment. Participants will be guided in using the Design Thinking Process in English as a second language (ESL) classrooms and school libraries.
The workshop will address creating a Makerspace on a limited budget and with basic knowledge of technology. The Design Thinking Process will be explained as it relates to maker activities. Participants will walk away with at least one lesson plan created for ELL students.
1. Welcome and Introductions- 10 mins
2. Technology and CODING vs. Making- 5 mins
3. Presentation of one Maker Lesson employing differentiated instruction in an ESL classroom- 15 mins
4. Summary of supporting research to date- 10 mins
5. Resources- 10 mins
6. Hands-on activities- 40 mins
Blakemore, M. (2018). Problem scoping: Design thinking & close reading makerspaces in the school library. Knowledge Quest, 46(4), 66-69.
Glaatthorn, A.A., Jailall, J. M., & Jailall, J. K. (2017). The principal as curriculum leader: Shaping what is taught and tested, fourth edition. Thousand Oaks, CA: Corwin, A Sage Publishing Company.
Fontichiaro, K. (2017). Visual documentation in makerspaces. Teacher Librarian, 45(2), 51-53.
Fontichiaro, K. (2018). Written documentation in makerspaces. Teacher Librarian, 45(3), 59-61.
Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership: A synthesis of the literature. Review of Educational Research, Vol. XX, No. X, pp. 1-40.
Kurti, R. S., Kurti, D. L., & Fleming, L. (2014). The philosophy of educational makerspaces. Teacher Librarian, 41(5), 8-11.
Murphy, P. H. (2018). School libraries addressing the needs of ell students: Enhancing language acquisition, confidence, and cultural fluency in ell students by developing a targeted collection and enriching your makerspace. Knowledge Quest, 46(4), 60-65.
Dr. Johanna Amaro currently serves as an English as a Second Language (ESL) teacher for a central New Jersey high school. She has taught ESL and Spanish for ten years in New Jersey Public Schools. Her responsibilities include technology integration while teaching English and college readiness to students for whom English is not their first language. Her primary research focus is on language acquisition utilizing the Universal Design Learning (UDL) framework and model. She is the co-author of a chapter in the Handbook of Research on Virtual Training and Mentoring of Online Instructors.
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